Mediating the Numbered Treaties: Eyewitness Accounts of Treaties

Total Page:16

File Type:pdf, Size:1020Kb

Mediating the Numbered Treaties: Eyewitness Accounts of Treaties Mediating the Numbered Treaties: Eyewitness Accounts of Treaties Between the Crown and Indigenous Peoples, 1871-1876 A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfilment of the Requirements For the Degree of Special Case Doctor of Philosophy in History University of Regina by Sheldon Kirk Krasowski Regina, Saskatchewan June 2011 Copyright 2011: Sheldon Krasowski Abstract This thesis looks at the historical period of treaty-making in Western Canada when six numbered treaties were negotiated between Canada and the Anishnabeg, Cree, Saulteaux, and Assiniboine Nations between 1871 and 1876. The main interpretation of treaty-making during this period is that the treaty commissioners and Indigenous leadership experienced “cultural misunderstandings” and that Euro-Canadian witnesses to treaty did not understand the treaty relationship. As a result, most of the eyewitness accounts by Euro-Canadian fur traders, missionaries, journalists, settlers and government representatives have been ignored by historians. This thesis argues against cultural misunderstandings and shows that Euro-Canadian negotiators and eyewitnesses clearly understood the roles and responsibilities in the treaty relationship. Violations of treaty did occur as new settlers moved into treaty territory and government representatives became more concerned about financial restrictions than the promises made during the negotiations. However, during the treaty-making period, Euro-Canadians understood their obligations under the treaty relationship. This thesis analyzes previously under- utilized primary documents and re-evaluates standard sources on the numbered treaties to show that during the treaty-making period, Euro-Canadians understood the expectations of Indigenous peoples in the treaty relationship. i Acknowledgements First and foremost I would like to thank my supervisor and committee members. Dr. Winona Wheeler rescued this project from collapse on numerous occasions and though she almost ruined my eyesight by recommending the records of the Church Missionary Society, this thesis could not have been completed without her support. Dr. William Brennan‟s support was also essential and his exacting comments on this thesis were very welcome. Dr. James Pitsula also provided insightful comments and his support was appreciated. Dr. Blair Stonechild‟s expertise on treaty history was also much appreciated. I must also thank Dr. Robin Fisher, who set me on the path of this project while he was Dean of Arts at the University of Regina. A debt is also owed to Dr. Frank Tough, who inadvertently kick-started my interest in treaty history by hiring me as a research assistant with the Office of the Treaty Commissioner in Saskatoon. I owe a debt of thanks to Marilyn Bickford from the Department of History, who helped format the final thesis and always made sure I was registered in the correct courses. Mary Catherine Litalien also rescued me from poor course choices and helped with the navigation through graduate studies at the University of Regina. I am grateful for all the help and support I received from various archivists and librarians throughout Central and Western Canada. I owe a debt of thanks to the friendly reference librarians at Athabasca University, especially Robin Mountford for her deft ability to track down rare books and microfilm. Finally, I would like to thank my parents, Eileen and Jerry, as well as my sister Jaeleen for their patient support of my academic goals. I owe the greatest debt of thanks to my partner Robin Smith. Without her unfailing encouragement and support, as well as the example she set in her own PhD program, this thesis would not have been completed. ii Table of Contents Chapter One: Introduction ...............................................................................................1 Methodology ..................................................................................................................3 Note on Terminology ....................................................................................................6 Prospectus ...................................................................................................................10 Chapter Two: Literature Review ..................................................................................13 Nation Building and the Numbered Treaties .............................................................14 Social History and the Numbered Treaties .................................................................17 Indigenous and Euro-Canadian Relations . .................................................................23 Indigenous Centred Histories ......................................................................................31 Conclusion ..................................................................................................................45 Chapter Three: Treaties One and Two and the Outside Promises ............................47 The Fort Frances Negotiations, 1871 ..........................................................................48 The Right-Of-Way Negotiations .................................................................................55 Early Non-Indigenous Views of the Numbered Treaties ............................................59 Treaty One: The Stone Fort Treaty, 1871 ...................................................................63 The Treaty One Negotiations ......................................................................................70 The Original Manuscript of Treaty One .....................................................................77 Treaty Two: The Manitoba Post Treaty ......................................................................84 The Outside Promises of Treaties One and Two ........................................................89 Conclusion ..................................................................................................................97 Chapter Four: Treaty Three, The North-West Angle Treaty ..................................100 The Treaty Three Commissioners, 1873 ...................................................................102 The Treaty Three Chiefs, 1873 .................................................................................105 Anishnabeg and Euro-Canadian Relations after 1872 ..............................................110 The Treaty Three Negotiations, 1873 .......................................................................118 The Original Manuscript of Treaty Three .................................................................135 Conclusion ................................................................................................................148 iii Chapter Five: Treaty Four and Treaty Five The Fort Qu’Appelle and Lake Winnipeg Treaties .............................................................................................151 Indigenous and Euro-Canadian Relations in the North-West ...................................153 Preparing for Treaty Four .........................................................................................155 The Treaty Four Commissioners ..............................................................................159 The Treaty Four Chiefs .............................................................................................164 The Treaty Four Negotiations ...................................................................................168 Treaty Four Oral Histories ........................................................................................179 The Original Manuscript of Treaty Four ..................................................................189 Treaty Five: The Lake Winnipeg Treaty ..................................................................193 Preparations for Treaty Five .....................................................................................195 The Treaty Five Negotiations ...................................................................................197 Conclusion ................................................................................................................203 Chapter Six: Treaty Six, The Treaty of Forts Carlton and Pitt ...............................205 The Treaty Six Eyewitnesses ....................................................................................207 The Treaty Six Chiefs ...............................................................................................218 Preparing for Treaty Six ............................................................................................225 The Treaty Six Negotiations at Fort Carlton .............................................................239 Treaty Six Oral Histories ..........................................................................................247 The Original Manuscript of Treaty Six .....................................................................260 The Treaty Six Negotiations at Duck Lake ...............................................................265 The Treaty Six Negotiations at Fort Pitt ...................................................................267 Conclusion ................................................................................................................271 Chapter Seven: Conclusion ..........................................................................................273 Summary ...................................................................................................................273
Recommended publications
  • Saskatchewan Discovery Guide
    saskatchewan discovery guide OFFICIAL VACATION AND ACCOMMODATION PLANNER CONTENTS 1 Contents Welcome.........................................................................................................................2 Need More Information? ...........................................................................................4 Saskatchewan Tourism Zones..................................................................................5 How to Use the Guide................................................................................................6 Saskatchewan at a Glance ........................................................................................9 Discover History • Culture • Urban Playgrounds • Nature .............................12 Outdoor Adventure Operators...............................................................................22 Regina..................................................................................................................... 40 Southern Saskatchewan.................................................................................... 76 Saskatoon .............................................................................................................. 158 Central Saskatchewan ....................................................................................... 194 Northern Saskatchewan.................................................................................... 276 Events Guide.............................................................................................................333
    [Show full text]
  • Cluster 2: a Profound Ambivalence: First Nations, Métis, and Inuit Relations with Government
    A Profound Ambivalence: First Nations, Métis, and Inuit Relations with Government by Ted Longbottom C urrent t opiCs in F irst n ations , M étis , and i nuit s tudies Cluster 2: a profound ambivalence: First nations, Métis, and inuit relations with Government Setting the Stage: Economics and Politics by Ted Longbottom L earninG e xperienCe 2.1: s ettinG the s taGe : e ConoMiCs and p oLitiCs enduring understandings q First Nations, Métis, and Inuit peoples share a traditional worldview of harmony and balance with nature, one another, and oneself. q First Nations, Métis, and Inuit peoples represent a diversity of cultures, each expressed in a unique way. q Understanding and respect for First Nations, Métis, and Inuit peoples begin with knowledge of their pasts. q Current issues are really unresolved historical issues. q First Nations, Métis, and Inuit peoples want to be recognized for their contributions to Canadian society and to share in its successes. essential Questions Big Question How would you describe the relationship that existed among Indigenous nations and between Indigenous nations and the European newcomers in the era of the fur trade and the pre-Confederation treaties? Focus Questions 1. How did Indigenous nations interact? 2. How did First Nations’ understandings of treaties differ from that of the Europeans? 3. What were the principles and protocols that characterized trade between Indigenous nations and the traders of the Hudson’s Bay Company? 4. What role did Indigenous nations play in conflicts between Europeans on Turtle Island? Cluster 2: a profound ambivalence 2­7 Background Before the arrival of the Europeans, First Peoples were self-determining nations.
    [Show full text]
  • Aboriginal Two-Spirit and LGBTQ Mobility
    Aboriginal Two-Spirit and LGBTQ Mobility: Meanings of Home, Community and Belonging in a Secondary Analysis of Qualitative Interviews by Lisa Passante A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfilment of the requirements of the degree of MASTER OF SOCIAL WORK University of Manitoba Winnipeg Copyright © 2012 by Lisa Passante ABORIGINAL TWO-SPIRIT & LGBTQ HOME, COMMUNITY, AND BELONGING Abstract This thesis reports on a secondary analysis of individual and focus group interviews from the Aboriginal Two-Spirit and LGBTQ Migration, Mobility and Health research project (Ristock, Zoccole, and Passante, 2010; Ristock, Zoccole, & Potskin, 2011). This was a community-based qualitative research project following Indigenous and feminist methods, involving two community Advisory Committees, and adopting research principles of Ownership Control Access and Possession (OCAP) (First Nations Centre, 2007). This analysis reviews data from 50 participants in Winnipeg and Vancouver and answers: How do Aboriginal Two-Spirit and LGBTQ people describe home, community and belonging in the context of migration, multiple identities, and in a positive framework focusing on wellbeing, strengths and resilience? Findings demonstrate how participants experience marginalization in both Aboriginal and gay communities. Their words illustrate factors such as safety required to facilitate positive identities, community building, belonging, and sense of home. For participants in this study home is a place where they can bring multiple identities, a geographical place, a physical or metaphorical space (with desired tone, feeling), and a quality of relationships. Community is about places, relationships, participation, and shared interests. Belonging is relational and interactive, feeling safe, accepted, and welcome to be yourself.
    [Show full text]
  • The North-West Rebellion 1885 Riel on Trial
    182-199 120820 11/1/04 2:57 PM Page 182 Chapter 13 The North-West Rebellion 1885 Riel on Trial It is the summer of 1885. The small courtroom The case against Riel is being heard by in Regina is jammed with reporters and curi- Judge Hugh Richardson and a jury of six ous spectators. Louis Riel is on trial. He is English-speaking men. The tiny courtroom is charged with treason for leading an armed sweltering in the heat of a prairie summer. For rebellion against the Queen and her Canadian days, Riel’s lawyers argue that he is insane government. If he is found guilty, the punish- and cannot tell right from wrong. Then it is ment could be death by hanging. Riel’s turn to speak. The photograph shows What has happened over the past 15 years Riel in the witness box telling his story. What to bring Louis Riel to this moment? This is the will he say in his own defence? Will the jury same Louis Riel who led the Red River decide he is innocent or guilty? All Canada is Resistance in 1869-70. This is the Riel who waiting to hear what the outcome of the trial was called the “Father of Manitoba.” He is will be! back in Canada. Reflecting/Predicting 1. Why do you think Louis Riel is back in Canada after fleeing to the United States following the Red River Resistance in 1870? 2. What do you think could have happened to bring Louis Riel to this trial? 3.
    [Show full text]
  • SPATIAL DIFFUSION of ECONOMIC IMPACTS of INTEGRATED ETHANOL-CATTLE PRODUCTION COMPLEX in SASKATCHEWAN a Thesis Submitted To
    SPATIAL DIFFUSION OF ECONOMIC IMPACTS OF INTEGRATED ETHANOL-CATTLE PRODUCTION COMPLEX IN SASKATCHEWAN A Thesis Submitted to the College of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of Agricultural Economics University of Saskatchewan Saskatoon Emmanuel Chibanda Musaba O Copyright Emmanuel C. Musaba, 1996. All rights reserved. National Library Bibliotheque nationale du Canada Acquisitions and Acquisitions et Bibliographic Sewices services bibliographiques 395 WeIIington Street 395. rue Wellington Ottawa ON K1A ON4 Ottawa ON KIA ON4 Canada Canada Your& vobrs ref6llBIlt8 Our & NomMhwm The author has granted a non- L'auteur a accorde me licence non exclusive licence dowing the exclusive pennettant a la National Library of Canada to Bibliotheque nationale du Canada de reproduce, loan, distribute or sell reproduire, preter' distribuer ou copies of this thesis in microform, vendre des copies de cette these sous paper or electronic formats. la forme de microfichelf2m, de reproduction sur papier ou sur format electronique. The author retains ownership of the L'auteur conserve la propriete du copyright in this thesis. Neither the droit d'auteur qui protege cette these. thesis nor substantial extracts fiom it Ni la these ni des extraits substantiels may be printed or otherwise de celIe-ci ne doivent Stre imprimes reproduced without the author's ou autrement reproduits sans son permission. autorisation. UNIVERSITY OF SASKATCHEWAN College of Graduate Studies and Research SUMMARY OF DISSERTATION Submitted in partial ilfihent b of the requirements for the DEGREE OF DOCTOR OF PHILOSOPHY EMMANUEL CHLBANDA MUSABA Department of AgricuIturd Economics CoUege of Agriculture University of Saskatchewan Examining Committee: Dr.
    [Show full text]
  • Medicine Wheels
    The central rock pile was 14 feet high with several cairns spanned out in different directions, aligning to various stars. Astraeoastronomers have determined that one cairn pointed to Capella, the ideal North sky marker hundreds of years ago. At least two cairns aligned with the solstice sunrise, while the others aligned with the rising points of bright stars that signaled the summer solstice 2000 years ago (Olsen, B, 2008). Astrological alignments of the five satellite cairns around the central mound of Moose Mountain Medicine Wheel from research by John A. Eddy Ph.D. National Geographic January 1977. MEDICINE WHEELS Medicine wheels are sacred sites where stones placed in a circle or set out around a central cairn. Researchers claim they are set up according to the stars and planets, clearly depicting that the Moose Mountain area has been an important spiritual location for millennia. 23 Establishing Cultural Connections to Archeological Artifacts Archeologists have found it difficult to establish links between artifacts and specific cultural groups. It is difficult to associate artifacts found in burial or ancient camp sites with distinct cultural practices because aboriginal livelihood and survival techniques were similar between cultures in similar ecosystem environments. Nevertheless, burial sites throughout Saskatchewan help tell the story of the first peoples and their cultures. Extensive studies of archeological evidence associated with burial sites have resulted in important conclusions with respect to the ethnicity of the people using the southeast Saskatchewan region over the last 1,000 years. In her Master Thesis, Sheila Dawson (1987) concluded that the bison culture frequently using this area was likely the Sioux/ Assiniboine people.
    [Show full text]
  • The Spirit and Intent of Treaty Eight: a Sagaw Eeniw Perspective
    The Spirit and Intent of Treaty Eight: A Sagaw Eeniw Perspective A Thesis Submitted to the College of Graduate Studies and Research in Partial Fulfillment of the Requirement for a Masters Degree in the College of Law University of Saskatchewan Saskatoon By Sheldon Cardinal Fall 2001 © Copyright Sheldon Cardinal, 2001. All rights reserved. PERMISSION TO USE In presenting this thesis in partial fulfillment ofthe requirements for a graduate degree from the University ofSaskatchewan, I agree that the Libraries ofthis University may make it freely available for inspection. I further agree that permission for copying ofthis thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head ofthe Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use ofthis thesis orparts thereoffor financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. Requests for permission to copy or to make other use ofmaterial in this thesis in whole or part should be addressed to: The Dean, College ofLaw University ofSaskatchewan Saskatoon, Saskatchewan S7N5A6 1 ACKNOWLEDGEMENTS There are a number ofpeople that I would like to thank for their assistance and guidance in completing my thesis. First, I would like to acknowledge my family. My parents, Harold and Maisie Cardinal have always stressed the importance ofeducation.
    [Show full text]
  • Rupturing the Myth of the Peaceful Western Canadian Frontier: a Socio-Historical Study of Colonization, Violence, and the North West Mounted Police, 1873-1905
    Rupturing the Myth of the Peaceful Western Canadian Frontier: A Socio-Historical Study of Colonization, Violence, and the North West Mounted Police, 1873-1905 by Fadi Saleem Ennab A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfilment of the requirements of the degree of MASTER OF ARTS Department of Sociology University of Manitoba Winnipeg Copyright © 2010 by Fadi Saleem Ennab TABLE OF CONTENTS ABSTRACT ........................................................................................................................ ii ACKNOWLEDGEMENTS ............................................................................................... iii CHAPTER ONE: INTRODUCTION ................................................................................. 1 CHAPTER TWO: LITERATURE REVIEW ..................................................................... 8 Mythologizing the Frontier .......................................................................................... 8 Comparative and Critical Studies on Western Canada .......................................... 15 Studies of Colonial Policing and Violence in Other British Colonies .................... 22 Summary of Literature ............................................................................................... 32 Research Questions ..................................................................................................... 33 CHAPTER THREE: THEORETICAL CONSIDERATIONS ......................................... 35 CHAPTER
    [Show full text]
  • Treaties in Canada, Education Guide
    TREATIES IN CANADA EDUCATION GUIDE A project of Cover: Map showing treaties in Ontario, c. 1931 (courtesy of Archives of Ontario/I0022329/J.L. Morris Fonds/F 1060-1-0-51, Folder 1, Map 14, 13356 [63/5]). Chiefs of the Six Nations reading Wampum belts, 1871 (courtesy of Library and Archives Canada/Electric Studio/C-085137). “The words ‘as long as the sun shines, as long as the waters flow Message to teachers Activities and discussions related to Indigenous peoples’ Key Terms and Definitions downhill, and as long as the grass grows green’ can be found in many history in Canada may evoke an emotional response from treaties after the 1613 treaty. It set a relationship of equity and peace.” some students. The subject of treaties can bring out strong Aboriginal Title: the inherent right of Indigenous peoples — Oren Lyons, Faithkeeper of the Onondaga Nation’s Turtle Clan opinions and feelings, as it includes two worldviews. It is to land or territory; the Canadian legal system recognizes title as a collective right to the use of and jurisdiction over critical to acknowledge that Indigenous worldviews and a group’s ancestral lands Table of Contents Introduction: understandings of relationships have continually been marginalized. This does not make them less valid, and Assimilation: the process by which a person or persons Introduction: Treaties between Treaties between Canada and Indigenous peoples acquire the social and psychological characteristics of another Canada and Indigenous peoples 2 students need to understand why different peoples in Canada group; to cause a person or group to become part of a Beginning in the early 1600s, the British Crown (later the Government of Canada) entered into might have different outlooks and interpretations of treaties.
    [Show full text]
  • Diabetes Directory
    Saskatchewan Diabetes Directory February 2015 A Directory of Diabetes Services and Contacts in Saskatchewan This Directory will help health care providers and the general public find diabetes contacts in each health region as well as in First Nations communities. The information in the Directory will be of value to new or long-term Saskatchewan residents who need to find out about diabetes services and resources, or health care providers looking for contact information for a client or for themselves. If you find information in the directory that needs to be corrected or edited, contact: Primary Health Services Branch Phone: (306) 787-0889 Fax : (306) 787-0890 E-mail: [email protected] Acknowledgement The Saskatchewan Ministry of Health acknowledges the efforts/work/contribution of the Saskatoon Health Region staff in compiling the Saskatchewan Diabetes Directory. www.saskatchewan.ca/live/health-and-healthy-living/health-topics-awareness-and- prevention/diseases-and-disorders/diabetes Table of Contents TABLE OF CONTENTS ........................................................................... - 1 - SASKATCHEWAN HEALTH REGIONS MAP ............................................. - 3 - WHAT HEALTH REGION IS YOUR COMMUNITY IN? ................................................................................... - 3 - ATHABASCA HEALTH AUTHORITY ....................................................... - 4 - MAP ...............................................................................................................................................
    [Show full text]
  • CSD Code Census Subdivision (CSD) Name 2011 Income Score
    2011 Income 2011 Education 2011 Housing 2011 Labour Force 2011 CWB 2011 Global Non‐ Type of 2011 NHS CSD Code Census subdivision (CSD) name Score Score Score Activity Score Score Response Province Collectivity Population 1001105 Portugal Cove South 67 36% Newfoundland and Labrador Non‐Aboriginal 160 1001113 Trepassey 90 42 95 71 74 35% Newfoundland and Labrador Non‐Aboriginal 545 1001131 Renews‐Cappahayden 78 46 95 82 75 35% Newfoundland and Labrador Non‐Aboriginal 310 1001144 Aquaforte 72 31% Newfoundland and Labrador Non‐Aboriginal 90 1001149 Ferryland 78 53 94 70 74 48% Newfoundland and Labrador Non‐Aboriginal 465 1001169 St. Vincent's‐St. Stephen's‐Peter's River 81 54 94 69 74 37% Newfoundland and Labrador Non‐Aboriginal 315 1001174 Gaskiers‐Point La Haye 71 39% Newfoundland and Labrador Non‐Aboriginal 235 1001186 Admirals Beach 79 22% Newfoundland and Labrador Non‐Aboriginal 85 1001192 St. Joseph's 72 27% Newfoundland and Labrador Non‐Aboriginal 125 1001203 Division No. 1, Subd. X 76 44 91 77 72 45% Newfoundland and Labrador Non‐Aboriginal 495 1001228 St. Bride's 76 38 96 78 72 24% Newfoundland and Labrador Non‐Aboriginal 295 1001281 Chance Cove 74 40% Newfoundland and Labrador Non‐Aboriginal 120 1001289 Chapel Arm 79 47 92 78 74 38% Newfoundland and Labrador Non‐Aboriginal 405 1001304 Division No. 1, Subd. E 80 48 96 78 76 20% Newfoundland and Labrador Non‐Aboriginal 2990 1001308 Whiteway 80 50 93 82 76 25% Newfoundland and Labrador Non‐Aboriginal 255 1001321 Division No. 1, Subd. F 74 41 98 70 71 45% Newfoundland and Labrador Non‐Aboriginal 550 1001328 New Perlican 66 28% Newfoundland and Labrador Non‐Aboriginal 120 1001332 Winterton 78 38 95 61 68 41% Newfoundland and Labrador Non‐Aboriginal 475 1001339 Division No.
    [Show full text]
  • It's Our Time
    It’s Our Time First Nations Education Tool Kit Teacher’s Guide (National and Manitoba) It’s Our Time: First Nations Education Tool Kit Teacher’s Guide (National and Manitoba) 2020 Manitoba Education Manitoba Education Cataloguing in Publication Data It’s our time : First Nations education tool kit teacher’s guide (National and Manitoba) Includes bibliographical references. This resource is available in print and electronic formats. ISBN: 978-0-7711-7682-1 (print) ISBN: 978-0-7711-7683-8 (pdf) 1. Native peoples—Study and teaching—Manitoba. 2. Indigenous peoples—Study and teaching —Manitoba. 3. Native peoples – Education – Manitoba. 4. Indigenous peoples – Education— Manitoba. 5. Native peoples – Canada—Study and teaching. 6. Indigenous peoples – Canada—Study and teaching. I. Manitoba First Nations Education Resource Centre Inc. II. Manitoba. Manitoba Education. 371.8299707127 Copyright © 2020, the Government of Manitoba, represented by the Minister of Education. Manitoba Education Winnipeg, Manitoba, Canada Every effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify Manitoba Education. Errors or omissions will be corrected in a future edition. Sincere thanks to the authors, artists, and publishers who allowed their original material to be used. All images found in this resource are copyright protected and should not be extracted, accessed, or reproduced for any purpose other than for their intended educational use in this resource. Any websites referenced in this resource are subject to change without notice. Educators are advised to preview and evaluate websites and online resources before recommending them for student use.
    [Show full text]